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How reflection learning among Japanese language teachers occurs: Practice of dialogue between teachers on the theme of voice

  • The Japanese Language Association of Korea
  • Abbr : JLAK
  • 2022, (74), pp.121-135
  • DOI : 10.14817/jlak.2022.74.121
  • Publisher : The Japanese Language Association Of Korea
  • Research Area : Humanities > Japanese Language and Literature
  • Received : September 30, 2022
  • Accepted : November 13, 2022
  • Published : December 20, 2022

Ito, Marina 1

1早稲田大学

Accredited

ABSTRACT

The purpose of this study is to clarify how learning through reflection occurs in Japanese language teachers from the theme of ‘voice’ and its teaching. This study emphasizes the importance of the growth of teachers in the training of Japanese language teachers. We also focus on the place of reflection as something that promotes the growth of teachers. In order to clarify the process of how teachers learn through reflection, we set two research questions. The first research question is, "What do Japanese language teachers learn through reflection on the theme of voice?” and the second one is “How does that learning occur?” In order to clarify these research questions, we used a narrative approach to analyze the process by which teachers learn through reflection. As a result, the following three points became clear in the practice of dialogue among teachers on the theme of voice. (1) In reconsidering the significance of voice education, the teachers became aware of the connection between their own experiences with voice and their view of voice education, (2) as they reflected on their own experiences, they constructed a view of voice as meaning and emotion clad in voice, and (3) as they further reflected on their experiences and their view of voice education, they came to see voice as inseparable from interaction. In addition, reflecting on their experiences and their view of speech education, they constructed a view of speech education in which speech is considered to be inseparable part of interaction, and speech education is utilized as a method. The analysis and discussion of this study responds to two research questions. The first is to construct a view of voice education from a different standpoint from my own. In order to answer the question, "How does this learning take place?", I will reflect on my own experiences and views on education by repeatedly going back and forth to construct a view on voice education based on different views on education.

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